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| 0:01:07 | vol |
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| 0:01:08 | oh |
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| 0:01:09 | a for a lot |
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| 0:01:13 | what's on |
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| 0:01:16 | i |
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| 0:01:17 | well |
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| 0:01:18 | we're |
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| 0:01:19 | uh |
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| 0:01:21 | oh |
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| 0:01:24 | so store |
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| 0:01:27 | you |
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| 0:01:29 | a |
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| 0:01:29 | i |
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| 0:01:32 | i |
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| 0:01:32 | i |
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| 0:01:32 | a |
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| 0:01:34 | you |
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| 0:01:39 | a everybody's great to be here can you hear me okay in the back |
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| 0:01:43 | so uh |
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| 0:01:44 | it's great to be here to talk a little bit about what uh |
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| 0:01:47 | these signal processing education technical committee |
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| 0:01:50 | is been thinking about as far as a emerging trends |
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| 0:01:54 | in signal processing education as when mention |
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| 0:01:57 | a and the portal caviar i |
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| 0:01:59 | about uh today's talk is |
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| 0:02:02 | but a lot of things were |
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| 0:02:03 | at least today are |
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| 0:02:05 | our opinions |
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| 0:02:06 | and all very important in the break |
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| 0:02:09 | in between the various little some sections of the talk that |
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| 0:02:12 | you jump in with what you feel might be |
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| 0:02:15 | uh other trends more interesting trends or projects going on within these trends that are uh |
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| 0:02:21 | i interesting are also interested in hearing about |
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| 0:02:24 | some trends |
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| 0:02:25 | uh some some trends and some sub |
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| 0:02:27 | train |
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| 0:02:29 | so the the the key issues that people are really starting to |
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| 0:02:33 | a a move from actually O uh move from awareness to actual action about over the last years are are |
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| 0:02:39 | for a listed up your the first is |
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| 0:02:41 | the need to move towards a more learn or set or sent |
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| 0:02:45 | uh a learning environment |
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| 0:02:47 | a a meeting uh a loud that the curriculum do adaptable to learners level and also they're their contact |
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| 0:02:54 | and also really try to transfer the responsibility of learning |
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| 0:02:57 | from the instructor to the |
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| 0:03:00 | do right to the lower that cell |
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| 0:03:02 | uh |
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| 0:03:02 | a a big problem with doing this is there some road blocks |
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| 0:03:06 | right the row blocks related to |
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| 0:03:08 | the fact that the education experience for too many kids today |
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| 0:03:11 | is a a very pass |
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| 0:03:13 | right we sit we listen what we doing right now right we sit we listen we make notes |
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| 0:03:18 | uh we go home and and work on hold |
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| 0:03:21 | a a it it's a very inefficient way to teach a very inefficient way to learn |
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| 0:03:25 | uh one of the problem there's when we try to do things differently we end up with a row block |
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| 0:03:30 | um |
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| 0:03:31 | a a a a a a a a |
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| 0:03:32 | educational materials speed a lecture materials text other materials are very flexible |
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| 0:03:38 | and have been very difficult to bring the more learner centric or more ah a a yeah yeah |
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| 0:03:45 | a a teaching a philosophy |
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| 0:03:47 | yeah |
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| 0:03:48 | and finally late when a people are starting to realise that that they need to be thinking about how to |
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| 0:03:52 | bring a lot of the kind of experience that we have to laboratories |
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| 0:03:56 | a hands on experiences into in both the classroom and into that the home |
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| 0:04:01 | a a a of of that the student |
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| 0:04:04 | and then people are also realising that we might build the whole mechanism to do that attack and problem but |
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| 0:04:10 | are we get a |
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| 0:04:11 | put the stuff out there |
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| 0:04:12 | are we gonna maintain a and how are we can ensure that |
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| 0:04:15 | quality remains high |
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| 0:04:16 | right and not D greats oh |
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| 0:04:19 | oh i gonna talk about about four |
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| 0:04:22 | a us that trends that the that people that been uh moving into with over the last couple years |
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| 0:04:28 | and after i finish each one of these little trends |
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| 0:04:31 | when is gonna hop but right |
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| 0:04:33 | in go at |
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| 0:04:34 | people if they have any a |
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| 0:04:36 | con |
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| 0:04:36 | oh the first |
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| 0:04:38 | has to do with |
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| 0:04:39 | the idea of moving away from the standard |
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| 0:04:41 | paradigm of text but |
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| 0:04:43 | to more open source or free text books everybody knows what we keep P D a |
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| 0:04:47 | how can we take ideas like this to |
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| 0:04:49 | uh a other kinds of learning you're |
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| 0:04:52 | and uh a key enablers of this or first that technology has come along in about the last two decades |
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| 0:04:58 | case |
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| 0:04:58 | that of enabled us to rethink think |
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| 0:05:01 | the text book as instead of as Z six hundred page |
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| 0:05:04 | pile of paper right that's been glued together |
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| 0:05:07 | to think about it instead as a collection of a |
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| 0:05:10 | maybe smaller learning modules jewels are learning object |
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| 0:05:14 | that can be combined together at all kinds of different way |
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| 0:05:16 | oh that instead of having |
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| 0:05:18 | the six hundred page book of which only two hundred and fifty pages is used it any anyone of our |
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| 0:05:24 | institutions |
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| 0:05:25 | is the different two hundred fifty pages |
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| 0:05:27 | by doing things and this like go block a a set up we can rapidly customising reconfigure books so there's |
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| 0:05:34 | just the perfect book for everyone of our differ |
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| 0:05:37 | clay |
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| 0:05:38 | this would not be possible if that wasn't safe and easy to pull together these like a blocks and the |
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| 0:05:43 | other thing is really move forward the last decade or so are |
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| 0:05:46 | open content licenses things like the creative commons license |
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| 0:05:50 | the make it really easy and also very safe |
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| 0:05:52 | to share |
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| 0:05:53 | a a a very much like the G P L sit |
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| 0:05:56 | really enables the explosion of letting |
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| 0:05:58 | open |
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| 0:05:59 | or software |
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| 0:06:00 | quick sure that creative commons some people low |
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| 0:06:03 | if you don't you should write that down creative commons dot org |
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| 0:06:07 | and definitely check it out and and joined at would last i checked |
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| 0:06:12 | there are about two billion |
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| 0:06:14 | creative commons license works up on the inner |
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| 0:06:17 | "'kay" tremendous to men |
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| 0:06:19 | a one example is actually that |
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| 0:06:21 | the project we start or right twelve years ago call connections which is that |
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| 0:06:25 | exactly that's a lego wise text but |
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| 0:06:28 | a shane off the in publishing environment |
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| 0:06:31 | we currently have about a a of hundred of these open text what's |
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| 0:06:35 | you know a whole bunch of different areas from little kids readers for three four year olds |
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| 0:06:39 | there we in india |
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| 0:06:40 | all the way a to a post graduate a course |
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| 0:06:44 | a very yeah uh important thing is that these materials are from folks |
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| 0:06:49 | probe uh world wide |
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| 0:06:51 | yeah both forty different languages |
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| 0:06:53 | and we're supporting right now roughly two to three depending on the but |
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| 0:06:56 | million unique users promote uh coming to the |
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| 0:07:00 | so with |
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| 0:07:00 | actually one and a I T open courseware connections are the two largest and |
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| 0:07:04 | most used uh open education |
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| 0:07:07 | as to give an example of what is like |
|---|
| 0:07:09 | in connections |
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| 0:07:10 | all the materials are viewable as web pages that really the X M L web pages |
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| 0:07:15 | right here but there also view the uh i i on your smart phone or your i can right carry |
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| 0:07:21 | them around or get them through I tunes you for example |
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| 0:07:25 | and everything is also available through a |
|---|
| 0:07:27 | a C print on demand engine that lets you pump out of very professional quality for text books that you |
|---|
| 0:07:34 | can see the price |
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| 0:07:35 | are you hundreds of dollars |
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| 0:07:37 | in some cases cheaper than |
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| 0:07:38 | uh a can be |
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| 0:07:40 | it's and that's real that's |
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| 0:07:41 | basic idea of like connections there's |
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| 0:07:43 | uh a just because it was start by signal processing people there's is a lot of client it already and |
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| 0:07:48 | there |
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| 0:07:49 | in signal processing a a a a uh a actually several thousand modules already |
|---|
| 0:07:55 | and that will will come back around of this at the very and what of the purpose |
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| 0:07:59 | this meeting is |
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| 0:08:00 | to get more more than of all the contributing |
|---|
| 0:08:02 | but you |
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| 0:08:04 | when you jump up or |
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| 0:08:20 | my |
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| 0:08:21 | mean |
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| 0:08:22 | a few words with keep year |
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| 0:08:24 | i mean that |
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| 0:08:25 | oh |
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| 0:08:34 | a |
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| 0:08:35 | oh |
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| 0:08:41 | a |
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| 0:08:55 | i |
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| 0:09:16 | oh |
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| 0:09:18 | people here |
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| 0:09:19 | use would keep you your regularly |
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| 0:09:22 | okay |
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| 0:09:23 | for signal processing like the your work |
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| 0:09:26 | not for you know |
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| 0:09:27 | other other stuff |
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| 0:09:29 | okay |
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| 0:09:29 | how many if you have actually contributed or and |
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| 0:09:33 | a we keep P and |
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| 0:09:36 | "'kay" |
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| 0:09:37 | so i think that's one of the things that we need to do as a society i think it's |
|---|
| 0:09:41 | does that |
|---|
| 0:09:42 | membership and the committees need |
|---|
| 0:09:45 | start generating higher quality |
|---|
| 0:09:47 | we keep P entries for a lot of signal pro |
|---|
| 0:09:51 | oh |
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| 0:09:53 | and |
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| 0:10:05 | right |
|---|
| 0:10:09 | so it's a soul connections in particular |
|---|
| 0:10:12 | we have a |
|---|
| 0:10:13 | like we keep you we have a very high google karma |
|---|
| 0:10:16 | so anything thing that's in connections and that usually in the top three |
|---|
| 0:10:19 | so yes |
|---|
| 0:10:21 | a that's just because there's someone was christ linking the goes on a but we also do talk to google |
|---|
| 0:10:26 | regularly and i'm actually going to use day |
|---|
| 0:10:29 | a a to talk more with a |
|---|
| 0:10:31 | yeah and in map |
|---|
| 0:10:31 | yeah a quest |
|---|
| 0:10:33 | yeah one of the things is really really nice about |
|---|
| 0:10:36 | open access but you're and the a is you can get |
|---|
| 0:10:40 | absolutely unbelievable amounts of use of your stuff so |
|---|
| 0:10:43 | connection started twelve years ago what i was gonna write a book can instead of writing a book i decided |
|---|
| 0:10:48 | to |
|---|
| 0:10:49 | P this |
|---|
| 0:10:49 | right but i did put might but eventually in connections |
|---|
| 0:10:53 | and it's been used the above five million time |
|---|
| 0:10:56 | right which is |
|---|
| 0:10:57 | sure unbelievable the think about when you compare with what i |
|---|
| 0:11:01 | use you would got from |
|---|
| 0:11:03 | okay so that open open education |
|---|
| 0:11:06 | so of video tutorial |
|---|
| 0:11:08 | was about the con academy |
|---|
| 0:11:09 | sure hands |
|---|
| 0:11:10 | "'kay" write it down |
|---|
| 0:11:12 | con academy dot war |
|---|
| 0:11:14 | there's this crazy guy |
|---|
| 0:11:15 | sound so |
|---|
| 0:11:17 | uh i guess i will talk about of for just a minute |
|---|
| 0:11:19 | yeah of a former or ah a hedge fund manager |
|---|
| 0:11:23 | who just started to his cousin |
|---|
| 0:11:26 | actually it is |
|---|
| 0:11:27 | nice nice and F you one day |
|---|
| 0:11:30 | a a remote |
|---|
| 0:11:31 | and he started using software to tutor them |
|---|
| 0:11:34 | and they told their friends and they told their friends and they told their friends |
|---|
| 0:11:38 | he has turned in to basically on once you're of developing a little ten minute video tutorials on |
|---|
| 0:11:46 | basically he wants to do it on everything he used develop O two thousand of the |
|---|
| 0:11:51 | yeah just a little studio that used to be a closet in his |
|---|
| 0:11:55 | house it's now we have a little a that's in |
|---|
| 0:11:58 | a a lot though uh california |
|---|
| 0:12:00 | and he's developed |
|---|
| 0:12:01 | two thousand of these videos a cover basically everything technical indicator a K twelve curriculum |
|---|
| 0:12:08 | like kids education and now we starting to move in the things is very excited move in just circuits in |
|---|
| 0:12:13 | the other areas |
|---|
| 0:12:14 | he an unbelievable teacher |
|---|
| 0:12:17 | you might worry that you know a are you gonna lose your job to sell car right |
|---|
| 0:12:22 | a so the idea of little video tutorials little six minutes seven minute and it tutorials on a on a |
|---|
| 0:12:28 | concept |
|---|
| 0:12:29 | or on |
|---|
| 0:12:30 | for example do use how to get started with lab of you or how to get started in this lab |
|---|
| 0:12:35 | are are tremendously powerful both as a a a a just support distance learning for dealing with students were not |
|---|
| 0:12:42 | in your campus |
|---|
| 0:12:43 | uh also as time savings the training a lot of people who have |
|---|
| 0:12:46 | lattice |
|---|
| 0:12:47 | and are teaching kids about matlab or a you will use a video tutorials in advance |
|---|
| 0:12:52 | so they don't have to go over the material and class |
|---|
| 0:12:55 | and then also really interesting ideas like reversed instruction anybody or reverse destruction |
|---|
| 0:13:01 | where you basically what all of the lecture materials |
|---|
| 0:13:04 | right you have a regular |
|---|
| 0:13:05 | classroom setting but all the lecture materials are available by |
|---|
| 0:13:09 | video |
|---|
| 0:13:10 | students are expected to watch those in advance and the only thing that goes on during the class |
|---|
| 0:13:15 | is actual discussion problems so |
|---|
| 0:13:17 | right of jeffrey herman |
|---|
| 0:13:19 | whose that a postdoc at university of illinois actually talk |
|---|
| 0:13:22 | that you want U C D S P class |
|---|
| 0:13:25 | using this system a laugh summer |
|---|
| 0:13:28 | and it was it tremendously a sec |
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| 0:13:31 | i tremendously |
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| 0:13:32 | and uh the actually one the best paper word that at S P and uh concert |
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| 0:13:37 | a last that |
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| 0:13:39 | last |
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| 0:13:39 | last |
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| 0:13:40 | any any comments or questions about |
|---|
| 0:13:43 | we jump by no rose home folks |
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| 0:13:46 | i've done a lot with with |
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| 0:13:48 | videos to great effect |
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| 0:13:50 | any comments mark |
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| 0:13:51 | wait |
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| 0:14:02 | a |
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| 0:14:29 | read this paper |
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| 0:15:04 | so how many people here have ever experimented with this kind of |
|---|
| 0:15:09 | as way put it upside down a classroom or reversed |
|---|
| 0:15:12 | instruction |
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| 0:15:13 | but here played around with it |
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| 0:15:16 | i would expect were all pretty traditional |
|---|
| 0:15:19 | "'kay" so there is there are increasing numbers of experiments going on with this and |
|---|
| 0:15:24 | increasing amount of evidence |
|---|
| 0:15:26 | that this is a very very |
|---|
| 0:15:29 | a highly effective way to teach |
|---|
| 0:15:32 | and the thing is very difficult or challenging to all of these you the out there is that it really |
|---|
| 0:15:36 | cuts against the grain of what were used to do it |
|---|
| 0:15:39 | which is |
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| 0:15:40 | going to the board |
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| 0:15:41 | writing for an hour |
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| 0:15:42 | and then having having students uh right at yeah |
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| 0:15:45 | but there was just a very |
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| 0:15:47 | interesting paper it came out of sight |
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| 0:15:50 | a i i think that it should before for last by |
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| 0:15:53 | a group uh U B C vancouver |
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| 0:15:56 | uh uh uh where they actually showed |
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| 0:15:58 | and entire letter a great improvement |
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| 0:16:01 | in the class |
|---|
| 0:16:02 | a a a a a a that the class outcomes learning outcomes |
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| 0:16:06 | uh by doing this |
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| 0:16:08 | basically reversed model |
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| 0:16:09 | jim |
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| 0:16:13 | a high high |
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| 0:16:15 | get yeah |
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| 0:16:17 | i yes it to change anything great go one |
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| 0:16:23 | a if a |
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| 0:16:24 | yeah |
|---|
| 0:16:25 | so the jury still out |
|---|
| 0:16:27 | the jury is still have |
|---|
| 0:16:29 | okay |
|---|
| 0:16:30 | the last thing i'll say for moving on is this |
|---|
| 0:16:32 | doing this kind of thing used to actually be really hard |
|---|
| 0:16:35 | is very hard but |
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| 0:16:36 | tools now like yeah |
|---|
| 0:16:38 | can't ages do O which you can and and so other tools |
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| 0:16:42 | which are either very inexpensive or even in some cases |
|---|
| 0:16:45 | for |
|---|
| 0:16:46 | to use are uh make it really really quite easy to do this |
|---|
| 0:16:51 | oh enough about a |
|---|
| 0:16:52 | video to as the next is |
|---|
| 0:16:54 | try to bring the lab work to the elements of the laboratory |
|---|
| 0:16:58 | in to the classroom into the home study experience in the homework work |
|---|
| 0:17:03 | uh using a interactive to simulation |
|---|
| 0:17:06 | and the idea here is to move from us C culture right a printed attack |
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| 0:17:11 | more towards that a do culture |
|---|
| 0:17:14 | um i actually interacting with a a a a a different kinds of stimulation |
|---|
| 0:17:19 | and there as as as everyone knows as a number of different environments out there there's a to are acting |
|---|
| 0:17:25 | with we probably missed several |
|---|
| 0:17:27 | um but every from from land you mathematical a a a um man at to |
|---|
| 0:17:32 | a three a J D S P |
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| 0:17:34 | a there are uh |
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| 0:17:35 | also a number of other platforms that people are developing |
|---|
| 0:17:39 | a and you can actually bill |
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| 0:17:42 | extremely elaborate |
|---|
| 0:17:44 | and and very interesting uh uh a simulation is an examples of let people all |
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| 0:17:50 | real world times of problems |
|---|
| 0:17:52 | a a uh in a very very got efficient manner is one a yours right |
|---|
| 0:17:56 | wait |
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| 0:17:57 | or not we marks right |
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| 0:17:59 | it's it up |
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| 0:18:00 | a basically a a convolution demo and a filter |
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| 0:18:04 | filter design them all that less students get a handle on |
|---|
| 0:18:07 | uh |
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| 0:18:09 | that |
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| 0:18:09 | parameters and all the various different filter structure |
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| 0:18:12 | i i'm sure everybody here |
|---|
| 0:18:14 | male and will add you are met and that one of these two but what it |
|---|
| 0:18:18 | coming is much much easier ways to put these kind of |
|---|
| 0:18:22 | uh simulations up on the web making the i've |
|---|
| 0:18:25 | for your class to use and and folks around the world |
|---|
| 0:18:28 | you |
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| 0:18:29 | so any comments about this |
|---|
| 0:18:32 | and the simulation how many people here |
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| 0:18:34 | are using the |
|---|
| 0:18:35 | in their class |
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| 0:18:38 | like |
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| 0:18:39 | jim did you have a content |
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| 0:18:41 | are years |
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| 0:18:43 | okay my make a |
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| 0:19:00 | do |
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| 0:19:02 | absolutely so there's a |
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| 0:19:03 | yeah building anything like this is always a tradeoff between |
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| 0:19:07 | look and feel and he's a of construction |
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| 0:19:11 | and and |
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| 0:19:12 | all three of these sort of |
|---|
| 0:19:14 | industry standard tools have to different models for how to do this kind of thing |
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| 0:19:19 | different ways to put to distribute them and put them up on the web and so |
|---|
| 0:19:24 | the jury is still out as far as which of these as the best the number of the us |
|---|
| 0:19:28 | still |
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| 0:19:29 | a actively experimenting with and then i i hopefully by the community |
|---|
| 0:19:34 | in yeah working more more with all of these will put pressure on these vendors to |
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| 0:19:39 | get even better right then |
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| 0:19:41 | J he's P taken for the |
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| 0:19:47 | yeah |
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| 0:19:50 | yeah |
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| 0:20:03 | right |
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| 0:20:07 | oh we you got work so i'll does give you yes or our personal experience |
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| 0:20:11 | is we have work a lot over the years |
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| 0:20:14 | a a putting lad you |
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| 0:20:16 | black these simulations in |
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| 0:20:18 | and uh just do two |
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| 0:20:21 | it it's just become a little bit more tricky lately to put a be since in people still are doing |
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| 0:20:26 | this |
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| 0:20:26 | and work also experimenting this summer |
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| 0:20:29 | there now is a clear path |
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| 0:20:32 | to put a at the added to simulations directly in any web page connections pages or any web page |
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| 0:20:38 | and then you get into this |
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| 0:20:39 | trade-off the jim kind of alluded to |
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| 0:20:42 | that uh |
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| 0:20:43 | mathematical looks like at least today it's close we change at least day |
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| 0:20:47 | this is the easiest to get |
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| 0:20:49 | to produce content to put in a web page |
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| 0:20:52 | but it is by far and least flexible as far as look and feel |
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| 0:20:56 | and design |
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| 0:20:57 | all i |
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| 0:20:58 | feel free to talk to the aft |
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| 0:21:00 | like i so you it |
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| 0:21:01 | more about |
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| 0:21:02 | but there is |
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| 0:21:02 | some free |
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| 0:21:03 | how an increasingly easy |
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| 0:21:06 | a a a a ways to do this |
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| 0:21:12 | yeah yeah |
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| 0:21:13 | one one are and there's also some ways a have again it's just a trade of |
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| 0:21:17 | design look and feel |
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| 0:21:19 | he's |
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| 0:21:23 | yeah |
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| 0:21:28 | exactly |
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| 0:21:30 | jim one work coming |
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| 0:21:53 | right exact |
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| 0:22:02 | yeah yeah yeah you these are fairly |
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| 0:23:00 | i |
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| 0:23:13 | so based thinking of these not as just a stand alone |
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| 0:23:17 | a a of feet here |
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| 0:23:19 | but really as a laboratory |
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| 0:23:21 | that's to needs to are it actively engage it's some kind of activity well doing |
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| 0:23:26 | yeah one |
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| 0:23:28 | yeah |
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| 0:23:42 | right |
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| 0:25:15 | hmmm L for one yep |
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| 0:25:53 | i |
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| 0:26:28 | a remove on |
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| 0:26:29 | okay K people |
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| 0:26:30 | so uh |
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| 0:26:32 | i i another uh |
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| 0:26:33 | error error E R okay so we talk about the led lecturing talk about the text work |
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| 0:26:38 | talk about the lab |
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| 0:26:40 | so now what about the old works right an exam so there's data |
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| 0:26:43 | number projects |
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| 0:26:44 | actively engaged in |
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| 0:26:46 | developing data bases of of questions and answers |
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| 0:26:50 | to to uh for the purposes of a |
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| 0:26:52 | storing but then also share |
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| 0:26:54 | on a much broader uh a base than on in institutional base |
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| 0:27:00 | and and these question as to data bases have a lot of applications |
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| 0:27:04 | self assessment problems for students so they can understand how well they're doing a in the class |
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| 0:27:10 | a automated work systems |
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| 0:27:12 | that take a lot of the pressure off graders and instructors for grading sold work |
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| 0:27:17 | and also provide immediate feedback to the student on |
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| 0:27:21 | whether they did a problem correctly or incorrectly which is been prove and again |
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| 0:27:25 | to to to enhance learning |
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| 0:27:27 | when you have immediate feedback rather than the usual least rice |
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| 0:27:31 | two weeks later you get a homework work back |
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| 0:27:33 | a a great |
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| 0:27:34 | a so all this mentioned to |
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| 0:27:36 | data bases that are being developed the the first and and largest is |
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| 0:27:40 | a a start like to mcclellan that's the signal processing uh a question response system at georgia tech they have |
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| 0:27:46 | actually well over a thousand problem |
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| 0:27:48 | right M |
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| 0:27:49 | i think |
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| 0:27:50 | a a signal processing problems by a number of different faq of the uh a at georgia tech |
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| 0:27:55 | a a we are right they're developing a a a a a a a and of this that we can |
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| 0:27:59 | look quite base |
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| 0:28:01 | it's a a just has a slightly different uh a slightly different architecture but the good thing is that using |
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| 0:28:06 | a web standards like you T I |
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| 0:28:09 | which is the |
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| 0:28:10 | think of it like the each T M L our the X M L for marking ah |
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| 0:28:14 | uh problems in answers |
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| 0:28:16 | a a it's gonna actually be very quite straightforward |
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| 0:28:19 | once all the details are worked out to move the problems back and work |
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| 0:28:23 | tween mean different databases and also directly into your |
|---|
| 0:28:27 | learning management system |
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| 0:28:28 | right if the use a a a black or or or a mood or or and an exact |
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| 0:28:33 | and and a moving forward over the the the next two years we're gonna see just like we just talk |
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| 0:28:38 | one second ago |
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| 0:28:40 | ways and means to track student progress |
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| 0:28:43 | as it work to their home works as they work through not just a semester course the through their tired |
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| 0:28:47 | curriculum |
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| 0:28:48 | and both |
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| 0:28:49 | jim's group my group but a number of other folks are actually actively started to work on |
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| 0:28:54 | uh intelligent tutoring systems coding systems for |
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| 0:28:58 | a a a a a a teaching people signal process |
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| 0:29:00 | they can either we use |
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| 0:29:02 | justin said like |
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| 0:29:03 | separated from an actual structure or we in the context of a of the regular class |
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| 0:29:08 | uh |
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| 0:29:09 | just some couple screen shot is the S P Q R looks like a |
|---|
| 0:29:12 | presents a problem uh let's a student C where they are in the course and how they are doing right |
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| 0:29:18 | like the dashed dashboard |
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| 0:29:19 | i here the top |
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| 0:29:21 | uh so it's very much of course they |
|---|
| 0:29:23 | it's a course organised |
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| 0:29:25 | a a base and the other hand is just intended to be super light weight place |
|---|
| 0:29:29 | for community to develop and share question |
|---|
| 0:29:32 | right and uh under these creative commons |
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| 0:29:35 | like |
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| 0:29:37 | a so that this is that to the two databases bright no there some other people work |
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| 0:29:41 | that's some work |
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| 0:29:42 | so T |
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| 0:29:43 | in common |
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| 0:29:44 | wayne in comments audience comments but database |
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| 0:29:50 | and |
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| 0:29:51 | oh okay okay okay |
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| 0:29:52 | a a a a |
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| 0:29:54 | does the one question and how many people here we would uh |
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| 0:29:58 | use problems if they were up but that were up a database instead of invading |
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| 0:30:02 | there or |
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| 0:30:06 | okay |
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| 0:30:06 | i many people here would kick screwed you one of their own problem |
|---|
| 0:30:11 | okay how many people would be here the big one |
|---|
| 0:30:14 | i we people it would be worried |
|---|
| 0:30:16 | if the answers were also i'm their publicly available |
|---|
| 0:30:23 | only a few people work |
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| 0:30:24 | okay |
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| 0:30:24 | so |
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| 0:30:26 | kind |
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| 0:30:27 | oh |
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| 0:30:31 | that |
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| 0:30:37 | right one good point to point |
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| 0:30:42 | okay i was ahead the last |
|---|
| 0:30:44 | key element is |
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| 0:30:45 | how do we deal with the just to manage all these people in our community developing all all diverse set |
|---|
| 0:30:51 | of educational |
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| 0:30:52 | resources is right diversity means what |
|---|
| 0:30:55 | all kinds of levels of quality so how are we gonna can dock some kind of evaluation of these but |
|---|
| 0:31:01 | you |
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| 0:31:02 | as you uh |
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| 0:31:03 | well i think people red |
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| 0:31:04 | as quickly as i |
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| 0:31:07 | a so how don't we uh bring in some of the mechanisms that we we use are very familiar with |
|---|
| 0:31:13 | the ieee |
|---|
| 0:31:14 | in particular peer review |
|---|
| 0:31:16 | are we bring in some of these is are used for for gauging quality but then how do we also |
|---|
| 0:31:21 | a a balance |
|---|
| 0:31:22 | the exclusivity of a peer review |
|---|
| 0:31:26 | with the what we really like to be something more community based or inc |
|---|
| 0:31:30 | so uh what we've done in in a |
|---|
| 0:31:34 | a a a project in collaboration uh S P society and and connections |
|---|
| 0:31:39 | is to develop a sad of we call lenses as |
|---|
| 0:31:41 | which is essentially a |
|---|
| 0:31:43 | a peer review system for material thing connection it could also be applied to simulations |
|---|
| 0:31:48 | could be applied his video tutorials to be applied to this question is a data |
|---|
| 0:31:52 | the basic idea behind a how it works |
|---|
| 0:31:54 | is is a big blue D here is the entire |
|---|
| 0:31:57 | connections repository of eighteen thousand modules and all of these text but |
|---|
| 0:32:02 | there's little kids readers in here there's really good signal processing stuff there may be really bad signal process |
|---|
| 0:32:08 | stuff stuff |
|---|
| 0:32:09 | so what as P society has out |
|---|
| 0:32:11 | is all lan |
|---|
| 0:32:13 | i don't land is is simply a web sort all there's the address you go to ieee see an X |
|---|
| 0:32:17 | dot work |
|---|
| 0:32:19 | you will get to look in the connection is but you will only see the stuffing connections |
|---|
| 0:32:23 | that the ieee |
|---|
| 0:32:25 | right the P society has actually evaluated input their stamp |
|---|
| 0:32:29 | this makes sense to everybody |
|---|
| 0:32:32 | so just to give us a sense of how this |
|---|
| 0:32:34 | how this works |
|---|
| 0:32:35 | let's say you're in google you wanna learn about detection theory |
|---|
| 0:32:38 | you type and detection theory you end up in this connection one to right have you written by don john |
|---|
| 0:32:43 | you don't know done |
|---|
| 0:32:44 | you don't know if it's any good could be crappy right |
|---|
| 0:32:47 | a a a a a but if you notice over here there is a little a land and on that |
|---|
| 0:32:51 | says that this material but endorsed by the S P society we you click on that link |
|---|
| 0:32:56 | in actually take heed of a less them all of the materials |
|---|
| 0:32:59 | that have undergone |
|---|
| 0:33:01 | quality evaluation by yeah |
|---|
| 0:33:03 | i |
|---|
| 0:33:03 | and you see don a piece of uh material |
|---|
| 0:33:07 | right so you can think of this as a |
|---|
| 0:33:09 | really |
|---|
| 0:33:09 | parallel time to kind to the |
|---|
| 0:33:12 | editorial boards in us it's to develop this idea of a a a land |
|---|
| 0:33:17 | two point in a high quality at a content in the connection we've actually built a open source version a |
|---|
| 0:33:24 | script central if you well that enables us to handle the |
|---|
| 0:33:29 | a all the administration high this call |
|---|
| 0:33:32 | i |
|---|
| 0:33:33 | a a there is a a a a P add technical can maybe have a committee |
|---|
| 0:33:37 | that you can think of at be a editorial board for this up particular peer review process |
|---|
| 0:33:44 | i think there's really to or or things that were trying to do here the first is help you user |
|---|
| 0:33:49 | find the high quality stuff |
|---|
| 0:33:51 | and the second as you as a potential author |
|---|
| 0:33:54 | be able to earn endorsed by to fully so that we can move toward the world where educational materials have |
|---|
| 0:34:00 | a |
|---|
| 0:34:01 | uh a a a some of the same kind of a cash a as |
|---|
| 0:34:06 | usual close words |
|---|
| 0:34:07 | and zero okay |
|---|
| 0:34:09 | or blurring the lines |
|---|
| 0:34:10 | cool |
|---|
| 0:34:10 | uh |
|---|
| 0:34:12 | comments about this |
|---|
| 0:34:13 | know or couple is or what |
|---|
| 0:34:18 | oh can so let me just and by saying |
|---|
| 0:34:21 | a there's is actually a a project started by a number of us |
|---|
| 0:34:24 | called the signal processing education work |
|---|
| 0:34:27 | is actually training with and the staff national science foundation support and ieee |
|---|
| 0:34:32 | collaboration to pull together all of these |
|---|
| 0:34:35 | uh i S and we uh it's X library thing right georgia tech you cat |
|---|
| 0:34:39 | and uh rows home and to to technology and we're really trying experiment but all of these different elements and |
|---|
| 0:34:45 | bring them together into a one |
|---|
| 0:34:47 | a a system |
|---|
| 0:34:49 | where everything is then again a quality review by a the i-th i |
|---|
| 0:34:53 | hi only in i invite everyone to participate |
|---|
| 0:34:56 | a a through the the ieee project the links at the bottom |
|---|
| 0:35:00 | contributing your material |
|---|
| 0:35:02 | also also becoming coming a pure are much like be a review or a paper |
|---|
| 0:35:06 | and also invite you to join |
|---|
| 0:35:08 | uh the then project |
|---|
| 0:35:10 | we intend to |
|---|
| 0:35:11 | grow this nationally internationally over the next |
|---|
| 0:35:14 | do you years |
|---|
| 0:35:15 | there's is a a workshop scheduled schedule twenty the september georgia tech |
|---|
| 0:35:19 | and you like to participate a a a a you're welcome and please get to a tight side of a |
|---|
| 0:35:24 | gym or to mcclellan or my cell |
|---|
| 0:35:26 | a for more information |
|---|
| 0:35:28 | so so with that probably should and in case we have a |
|---|
| 0:35:31 | a couple last |
|---|
| 0:35:33 | questions are con |
|---|
| 0:35:38 | a |
|---|
| 0:35:40 | i |
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| 0:35:41 | i |
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| 0:35:41 | um i one or more |
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| 0:35:44 | one want or oh |
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| 0:35:47 | or |
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| 0:35:49 | you |
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| 0:35:50 | yeah |
|---|
| 0:35:51 | but |
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